Course title

HE 71

Pre-requisite

HE 70 Principles of the Biomedical Sciences

Course description

Course Description:
This course will engage students in the study of the processes; structures and interactions of human body systems. Important biomedical concepts in the course include: communication; transport of substances; locomotion; metabolic processes; identity and protection. The central theme will focus on how the body systems work together to maintain homeostasis and good health. The systems will be studied as “parts of a whole”; working together to keep the amazing human machine functioning at an optimal level. Students will design experiments; investigate the structures and functions of body systems; and use data acquisition software to monitor body functions such as muscle movement; reflex and voluntary actions; and respiratory operation. Exploring science in action; students will work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries.

The Human Body Systems course (HBS) is divided into six units designed to introduce students to the way in which body systems work together to maintain homeostasis and good health.

Unit 1- Identity
Unit one engages students in a discussion of what it means to be human. Students investigate the body systems and functions that all humans have in common; and then look at differences in tissues; such as bone and muscle and in molecules; such as DNA; to pinpoint unique identity. Students play the role of forensic anthropologists as they unlock the clues of identity found in bone and use restriction analysis and gel electrophoresis to analyze differences in DNA. Students begin to study histology and build upon their knowledge of human tissue.
Labs within Unit One
It is expected Students will:
~ Research interesting facts about the human body.
~ Identify systems and structures involved in the above facts.
~ Diagram the relationship between multiple human body systems
~ Design a visual system that demonstrates correct use of directional
and regional terms.
~ View prepared slides of human tissue and compare and contrast the structure
and function of various types.
~ Build muscles and fat of the face on a skeletal model to explore personal
identity.
~ Identify and locate bones of the human skeletal system
~ Analyze bones to determine a person’s gender; age; stature and ethnicity
~ Derive a mathematical equation to determine height of an individual using
the length of long bone.
~ Digest DNA samples using two different restriction enzymes
~ Run gel electrophoresis and analyze the resulting restriction fragment length
polymorphisms to link a missing person with skeletal remains.
~ Evaluate current technology used to verify and protect identity and design a
biometrics plan specific to a real-world situation.

Unit 2 – Communication
In unit two; students investigate modes of communication within the human body as well as the ways humans communicate with the outside world. Students create a model of the human brain and design a brain map that pinpoints specific areas of function. Students investigate the roles of electrical and chemical signals in communication and response in the human body. They explore the ways in which hormones and the endocrine system control body function in order to solve a medical mystery. Students compare response time to reflex and voluntary actions using data acquisition software; and design experiments to test factors that can impact this response. By investigating the anatomy and physiology of the human eye; students learn how the body receives and interprets stimuli from the outside world.
Labs within Unit Two
It is expected students will:
~ Identify types of communication that occur inside the human body.
~ Build components of the central nervous system on a skeletal model
~ Identify major regions of the human brain
~ Design a brain map that links regions of the brain with specific human actions;
emotions; personality traits or functions.
~ Investigate the history of brain mapping technology; including the mapping of
the motor cortex and the language centers of the brain.
~ Construct a 3D; labeled model of a neuron
~ Produce a flow chart that outlines what goes on in the body from an initial
stimulus to a response.
~ Complete a lab investigation using data acquisition software and probes to
explore reflexes in the human body
~ Design an experiment to test factors that could impact reaction time.
~ Analyze a case study; relate disease to an error in communication and create
a presentation of findings.
~ Use models from activities in the unit to demonstrate how an error in
communication occurs and affects the function of other body systems.
~ Produce a concept map for the endocrine system
~ Design a feedback loop that shows how the body maintains proper blood
glucose levels.
~ Create an evidence board with a team and use this board to solve a medical
mystery
~ Analyze physical symptoms of a patient and relate these symptoms to errors in
chemical communication
~ Dissect a cow eye to observe key structures
~ Diagram the path of light as it enters the eyes and travels to the brain for
processing.
~ Evaluate visual perception by testing depth perception; peripheral vision; color
vision and visual acuity
~ Use a model of the human eye to simulate normal vision; as well as myopia
and hyperopia.
~ Experiment with lenses to correct problems in vision.
~ Edit digital images to show how the world looks to people with various eye
conditions or simulate vision disorders using modified glasses.
~ Write a reflection about what life would be like with a vision disease or
disorder.
~ Design an informative handout that explains the tests and procedures in an eye
exam
~ Research careers in the field of vision

Unit 3 – Power
In this unit; students investigate the human body systems that work to obtain; distribute; or process the body’s primary resources for energy and power-food; oxygen and water. Students make a working model of the digestive system and design experiments to test the optimal conditions for chemical digestion. Students use probes and data acquisition software to monitor their own lung function and oxygen intake. Students investigate the anatomy and physiology of the urinary system and do a simulated urinalysis to identify health conditions and diagnosis disease.
Labs within Unit three:
It is expected students will:
~ Create a chart comparing the role of food; water and oxygen play in the human
body.
~ List the body systems that create; process; and distribute food; water and
oxygen
~ Estimate how long the human body can last without key resources and compare
this estimate to a survival “rule”.
~ Write a disclaimer that explains how factors in the environment and how
characteristics of the individual affect the ability to conserve energy.
~ Design and build a model of the human digestive system
~ Outline what happens to a bite of food as it travels down the digestive tract.
~ Design and carry out a laboratory experiment investigating the impact
environmental changes can have on enzyme function.
~ Analyze diet by comparing energy inputs and outputs.
~ Assess overall dietary health by preparing a detailed nutrition report for a
fictional client
~ Complete an Internet investigation to learn about the structure and function of
ATP
~ Use data acquisition software to measure lung capacity and absorption of
oxygen from air
~ Analyze data collected using a spirometer to determine tidal volume; vital
capacity and minute volume
~ Explore careers related to lung function by writing a resume for a respiratory
therapist
~ Analyze data collected using an oxygen sensor to determine the change in
oxygen concentration of inhaled versus exhaled air
~ Build the organs of the urinary system on a skeletal model
~ Complete a dissection to explore the anatomy of a kidney
~ Create a map of the kidney that shows the path of urine formation
~ Create a poster that shows the connections between urine and blood and
demonstrates the exchange of ions and fluids that occurs across the nephron.
~ Complete mathematics calculations to estimate the filtration rate of the
glomerulus.
~ Use appropriate Internet sources to investigate the role of hormones in
maintaining a water balance in the body.
~ Add glands; hormones and target organs that are involved in water balance to a
graphic organizer; to feedback loops; as well as to a skeletal model.
~ Analyze the urine of four fictional patients to diagnose disease and dysfunction
in other human body systems.

Unit 4 – Movement
In unit four; students investigate the movement of the human body as well as of substances within the body. Students dissect a joint to visualize the connection between skeletal muscle and bone. By building muscle groups on a skeletal model; students learn how a muscle’s structure is directly related to its function and to the actions it can produce. Students design experiments to test the requirements for muscle contraction and create models to show relaxation and contraction of the sarcomer. A study of blood flow illustrates the roles smooth and cardiac muscles play in the transport of substances around the body. At the end of the unit; students combine information about power and movement to describe how the body fuels and responds to exercise. Playing the role of biomedical professionals in a combined medical practice that caters to athletes; the students design a comprehensive training plan for an athlete. The plan includes all aspects of training; from diet and exercise to hydration and injury prevention.
Labs within Unit four:
It is expected students will:
~ Use appropriate Internet research techniques to obtain information about the
different types of synovial joints.
~ Dissect and manipulate a cow elbow to learn about joint anatomy and motion
~ Demonstrate terms that describe the types of movement possible at a joint and
match range of motion photographs to specific actions
~ Measure range of motion of human joints using a goniometer
~ Use proper microscope technique to examine the different types of muscle
tissue
~ Construct a spaghetti muscle to investigate muscle structure
~ Build simple arm muscles on a skeletal model to illustrate the rules of muscle
structure and action
~ Sculpt a muscle group on a skeletal model
~ Identify the action of “mystery muscles” by observing muscle structure
~ Test the effect of varying solutions of ATP on the contraction of muscle
tissue
~ Design a model to demonstrate the process of muscle contraction as well as the
phenomenon of rigor mortis
~ Build nerve roots and nerves on a skeletal model.
~ Trace blood flow in pulmonary and systemic circulation by creating a graphic
organizer of the heart.
~ Compare and contrast the structure of arteries; veins and capillaries
~ Design a way to explain the formation of varicose veins
~ Build a heart and circulatory routes on a skeletal model
~ Find various pulse points around the body and use heart rate data to calculate
and assess cardiac output
~ Analyze a four part case that looks at the effects of smoking on circulation and
blood pressure
~ Measure peripheral pulses using Doppler ultrasound and calculate an ankle
brachial index (ABI)
~ Use appropriate Internet research techniques to investigate the reaction of the
body systems to moderate and intense exercise
~ Create a timeline of the body’s response to the stages of exercise
~ Complete a laboratory investigation using data acquisition software and probes
to explore muscle fatigue
~ Design an experiment to test the effect of feedback; coaching or competition
on muscle fatigue
~ Design a comprehensive training plan for an athlete training for a particular
event
~ Present a detailed training plan to the perspective client

Unit 5 – Protection
In this unit; students explore ways in which the human body protects itself from injury and disease. Before students investigate specific defense mechanisms and the immune system; they explore the protective functions of skin; bone and the feeling of pain. Antigen-antibody interactions are introduced as well as the structure of the lymphatic and immune system. Students analyze data from a fictional illness and relate antibody response to the action of specific white blood cells. Students design a game or a children’s book that illustrates the many ways in which body structures function in protection.
Labs within unit five:
It is expected students will:
~ Design and build a 3D model of human skin displaying tissue layers and
accessory organs such as sweat glands and hair follicles
~ Model and describe how damage to skin through burns can affect both the
functions of the skin and other body systems
~ Write diary entries that describe the role of various treatment methods and
biomedical professionals in the care and rehabilitation of burn victims
~ Outline what happens inside the body when a person feels pain.
~ Dissect a section of long bone and draw a detailed diagram of relevant
anatomy
~ Use proper microscope technique to view prepared slides of compact and
spongy bone
~ Use appropriate Internet research techniques to obtain information about the
different types of bone fractures
~ Analyze bone breaks shown in X-rays and match the images with description
of the injuries
~ Write an advertisement for a job opening for an X-ray technician
~ Produce a feedback loop that illustrates how the body maintains a calcium
balance
~ Draw diagrams of the stages of bone healing after injury
~ Use appropriate Internet research techniques to obtain information about the
structure and function of the lymphatic and immune system
~ Build lymph vessels and nodes on a skeletal muscle
~ Analyze simulated blood samples to determine blood type and determine
potential donors for a transfusion
~ Produce and analyze a family pedigree for blood type
~ Graph antibody data collected after an infection and relate this data to the
response of body cells
~ Use information presented in a computer animation to create a flow chart of
immune response to a common cold.

Unit 6 – Homeostasis
The final unit focuses on the connection between all of the human body systems and examines how these systems work together to maintain health and homeostasis. Students will explore how the body deals with extreme external environments as well as how the body reacts to and defends against injury and illness. Students begin to discuss and design medical interventions; the activities in this lesson are an engagement for the subsequent course; Medical Interventions.
Labs in unit 6:
It is expected students will:
~ Design an innovative medical intervention or invention to protect the human
body in extreme external environments
~ Organize information about body function in detailed graphic organizers
~ Create and present computer presentations to defend the design of a medical
intervention
~ Use appropriate Internet research techniques to study the etiology; diagnosis;
and treatment of a disease or disorder.
~ Trace disease in human systems by generating a fictional case study and
compiling a patient case file.
~ Model a disease and a medical intervention on a skeletal model.
~ Write a reflection on personal identity and on career aspirations

School Country

United States

School state

Arizona

School city

Mesa

High school

Red Mountain High School

School Address

63 E. Main St.

School zip code

85207

Requested competency code

Lab Science

Date submitted

11/30/2011

Approved

Yes

Approved competency code

• CTE
• Career and technical education

• LADV
• Advanced science

• LBIO
• Biology

Approved date

08/14/2012

Online / Virtual

No